Response to: Using Technology to Promote Access to Mathematics

The chapter Using Technology to Promote Access to Mathematics from the book Teaching Mathematics Meaningfully by Allsopp, Kyger, and Lovin reiterates the message that technology in mathematics education is only appropriate when it helps "facilitate mathematical understanding" (Allsopp, Kyger & Lovin, 2007, p. 195).  The chapter touches briefly on "types of common mathematics-related technology and guidelines for selection" including mathematics software, wireless technology, and on-line resources (Allsopp, Kyger & Lovin, 2007, p. 195).

I found the topic of mathematics software to be particularly interesting, mainly the point the author makes about the equality of software packages:

As a teacher, one must keep in mind that not all software packages are equal in quality. Many software packages at first glance seem to provie students with real-life contexts and are colorful and engaging, but at second glance, there is not much substance behind the glitter and flashing lights (Allsopp, Kyger & Lovin, 2007, p. 196).

Synthesizing previous readings, I believe this is particularly applicable when incorporating new technology (i.e. the iPad) into the classroom environment, as their are hundreds of thousands of exciting and flashy applications in the "app-store" but determining which can "enhance my students' understanding of the target mathematical concept?" is the key take away  (Allsopp, Kyger & Lovin, 2007, p. 198).

The authors place a particular emphasis on Core Curriculums' Geometers Sketchpad and the use of the application to further students understanding of geometry through the creation and exploration of geometry related conjectures.  Through my own experience with Geometers Sketchpad, I have first hand seen the value of the ease with which one can manipulate geometric figures to develop understanding of a particular subject. However, I have also seen the danger in using such tool as focus can easily shift from the task of the subject matter at hand, to the challenges of using such an unfamiliar program.

Allsopp, Kyger & Lovin also touch on the use of calculators to "facilitate higher order thinking by circumventing basic skill difficulties" (Allsopp, Kyger & Lovin, 2007, p. 209).  I believe they make a good argument for the use of calculators in the classroom.

Some educators might believe that students should never be allowed to use calculators until they have mastered their basic facts and computational algorithms. One perspective is to evaluate the purpose of the activity. If the purpose is to develop computational proficiency, then calculators may not be suitable. However, the purpose is to engage students in using basic facts to learn about and do higher order mathematics, then the use of calculators is suitable (Allsopp, Kyger & Lovin, 2007, p. 209).

This reiterates the message in Teaching Strategies for Developing Judicious Technology Use by Lynda Ball and Kaye in the 67th NCTM yearbook (2005).   

References:

Allsopp, D. H., Kyger, M. M., & Lovin, L. H. (2007).Teaching mathematics meaningfully. (pp. 195-219). Baltimore, MA: Paul H. Brookes.

Ball, L., & Stacey, K. (2005 Teaching strategies for developing judicious technology use. In W. J. Malaski & P. Elliot (Eds.), Technology-Supportoted Mathematics Learning Environments 67th Yearbook.